As a teacher it is important to rigorously monitor and track your pupils’ progress. Both summative and formative forms of assessment are valuable in gathering evidence to bridge the gap between learners’ current performance and desired performance. Assessment is for Learning (AifL) strategies can provide both qualitative and quantitative data, that traditional summative assessment methods are unable to provide. Education Scotland (2015) suggest that formative assessment provides practitioners with a holistic view of their learners’ progress and teachers can responsively adapt their planned learning experiences to fully meet student needs. Additionally, it has been argued that formative assessment methods play an integral part in “raising pupil achievement” (Clarke, 2008, p.7). Hargreaves, Gipps and Pickering (2014) suggest that using AifL strategies that involve pupils reflecting on their learning, will ultimately lead to learners becoming reflective and self-managing learners. Learners will be able to independently identify their next steps and implement these to progress their learning forward. Raising attainment in Literacy is one of St Helen’s improvement priorities. Children are to be involved in the whole learning cycle; including assessment. Black and Wiliam (1998) confirm that pupils learning is improved when feedback is specific and focuses on strengths and areas for development. Exit passes that focus on next steps (linked to the success criteria) enable learners to take responsibility for moving their learning forward, whilst being relevant, specific and applicable.
The aim of this enquiry was to provide children with the opportunity to engage in self-assessment in the form of exit passes and evaluate the impact of children identifying their next steps on their Taught Writing pieces.